The document provides the results of a needs analysis survey of teachers regarding their use of and needs for information and communication technologies (ICT) in the classroom. The key findings include: - 41.1% of teachers are not confident or only beginning to feel confident using ICT. - 61.8% of teachers allow students to use ICT for less than 10% of the school week. - Only 11.4% of teachers feel fully prepared to plan and measure successful ICT integration in their classrooms. - The top barriers to successful ICT implementation are access to equipment, time, and teacher ICT skills.

1. Teacher ICT PD Needs Analysis
Mantar Cluster

2. Education is not the filling of a vessel, but the
kindling of a flame." - Socrates

3. ICT

4. ICT

5. ICT Confidence

6. ICT Confidence
41.1% of our teachers are
not confident or are only
beginning to feel confident
in using ICT...

7. Current use of ICT Tools in learning

8. Current use of ICT Tools in learning
61.8% of our teachers are only allowing
their students to use ICT, as part of
their learning, less than 10% of the
school week.

9. Preparation for use of ICT in the classroom now

10. Preparation for use of ICT in the classroom now

11. Preparation for use of ICT in the classroom now
Only 11.4 % of our teachers feel
‘Fully Prepared’ or ‘Confident’
in planning and measuring the success of
meaningful ICT in their classrooms.

12. Challenges in delivering ICT

13. Challenges in delivering ICT

14. Challenges in delivering ICT
The three largest factors in preventing the

15. Challenges in delivering ICT
The three largest factors in preventing the
successful implementation of ICT are:

16. Challenges in delivering ICT
The three largest factors in preventing the
successful implementation of ICT are:
* Access to Equipment

17. Challenges in delivering ICT
The three largest factors in preventing the
successful implementation of ICT are:
* Access to Equipment
* Time

18. Challenges in delivering ICT
The three largest factors in preventing the
successful implementation of ICT are:
* Access to Equipment
* Time
* Teacher ICT Skills

19. ICT in daily teacher practice

20. ICT in daily teacher practice
61.1% are using ICT as a significant
tool in their planning.

21. ICT in daily teacher practice
61.1% are using ICT as a significant
tool in their planning.
This correlates to 58.8% of
teachers using ICT to enhance student
learning. Empowering teachers to use
these tools themselves, will have a positive
impact on their using these with their students.

22. Web 2.0 Tools

23. Web 2.0 Tools
76.5% of our teachers have used
2 or less Web 2.0 Tools

24. Activity

25. Activity
Bus Stop - goal setting for key focus
points...

26. Inquiry

27. Inquiry

28. What is your understanding of the term Inquiry?

29. What is your understanding of the term Inquiry?

30. What skills/knowledge can you share with your school and/or
the Cluster in terms of Inquiry

31. What skills/knowledge can you share with your school and/or
the Cluster in terms of Inquiry
56% of respondents were unable to offer any prior knowledge

32. What skills/knowledge can you share with your school and/or
the Cluster in terms of Inquiry
56% of respondents were unable to offer any prior knowledge
Work collaboratively

33. What skills/knowledge can you share with your school and/or
the Cluster in terms of Inquiry
56% of respondents were unable to offer any prior knowledge
Work collaboratively
Paper at University

34. What skills/knowledge can you share with your school and/or
the Cluster in terms of Inquiry
56% of respondents were unable to offer any prior knowledge
Work collaboratively
Paper at University
Effective internet researching, triangular validation

35. What skills/knowledge can you share with your school and/or
the Cluster in terms of Inquiry
56% of respondents were unable to offer any prior knowledge
Work collaboratively
Paper at University
Effective internet researching, triangular validation
Planning/process of Inquiry

36. What skills/knowledge can you share with your school and/or
the Cluster in terms of Inquiry
56% of respondents were unable to offer any prior knowledge
Work collaboratively
Paper at University
Effective internet researching, triangular validation
Planning/process of Inquiry
Investigations of how different schools have approached the topic Kath Murdoch course and book

37. What skills/knowledge can you share with your school and/or
the Cluster in terms of Inquiry
56% of respondents were unable to offer any prior knowledge
Work collaboratively
Paper at University
Effective internet researching, triangular validation
Planning/process of Inquiry
Investigations of how different schools have approached the topic Kath Murdoch course and book
Teaching DATT as a tool for inquiry

38. What skills/knowledge can you share with your school and/or
the Cluster in terms of Inquiry
56% of respondents were unable to offer any prior knowledge
Work collaboratively
Paper at University
Effective internet researching, triangular validation
Planning/process of Inquiry
Investigations of how different schools have approached the topic Kath Murdoch course and book
Teaching DATT as a tool for inquiry
How to integrate the big questions

39. What skills/knowledge can you share with your school and/or
the Cluster in terms of Inquiry
56% of respondents were unable to offer any prior knowledge
Work collaboratively
Paper at University
Effective internet researching, triangular validation
Planning/process of Inquiry
Investigations of how different schools have approached the topic Kath Murdoch course and book
Teaching DATT as a tool for inquiry
How to integrate the big questions
Introducing inquiry into a school including model development and integration, what good inquiry can look like,
“directed-guided-pure” inquiry examples, planning for inquiry, assessment samples

40. ICT and Higher Order Thinking

41. ICT and Higher Order Thinking

42. ICT and Higher Order Thinking
45.2% have used less than 2 forms of
ICT in their Inquiry Process to promote
Higher Order Thinking.

43. What goals do you have for yourself this year in
terms of Inquiry?

44. What goals do you have for yourself this year in
terms of Inquiry?
To Make One Work!

45. What goals do you have for yourself this year in
terms of Inquiry?
To Make One Work!
Integration

46. What goals do you have for yourself this year in
terms of Inquiry?
To Make One Work!
Integration
to integrate inquiry across all areas (integrated curriculum)

47. What goals do you have for yourself this year in
terms of Inquiry?
To Make One Work!
Integration
to integrate inquiry across all areas (integrated curriculum)
incorporating into everyday teaching more frequently

48. What goals do you have for yourself this year in
terms of Inquiry?
To Make One Work!
Integration
to integrate inquiry across all areas (integrated curriculum)
incorporating into everyday teaching more frequently
Building on

49. What goals do you have for yourself this year in
terms of Inquiry?
To Make One Work!
Integration
to integrate inquiry across all areas (integrated curriculum)
incorporating into everyday teaching more frequently
Building on
add to variety of strategies

50. What goals do you have for yourself this year in
terms of Inquiry?
To Make One Work!
Integration
to integrate inquiry across all areas (integrated curriculum)
incorporating into everyday teaching more frequently
Building on
add to variety of strategies
more student directed

51. What goals do you have for yourself this year in
terms of Inquiry?
To Make One Work!
Integration
to integrate inquiry across all areas (integrated curriculum)
incorporating into everyday teaching more frequently
Building on
add to variety of strategies
more student directed
encourage independent thinking

52. What goals do you have for yourself this year in
terms of Inquiry?
To Make One Work!
Integration
to integrate inquiry across all areas (integrated curriculum)
incorporating into everyday teaching more frequently
Building on
add to variety of strategies
more student directed
encourage independent thinking
adopt a model and work with it

53. What goals do you have for yourself this year in
terms of Inquiry?
To Make One Work!
Integration
to integrate inquiry across all areas (integrated curriculum)
incorporating into everyday teaching more frequently
Building on
add to variety of strategies
more student directed
encourage independent thinking
adopt a model and work with it
become more familiar with its process

54. What goals do you have for yourself this year in
terms of Inquiry?
To Make One Work!
Integration
to integrate inquiry across all areas (integrated curriculum)
incorporating into everyday teaching more frequently
Building on
add to variety of strategies
more student directed
encourage independent thinking
adopt a model and work with it
become more familiar with its process
learn a better way to use inquiry learning with junior school

55. What goals do you have for yourself this year in
terms of Inquiry?
To Make One Work!
Integration
to integrate inquiry across all areas (integrated curriculum)
incorporating into everyday teaching more frequently
Building on
add to variety of strategies
more student directed
encourage independent thinking
adopt a model and work with it
become more familiar with its process
learn a better way to use inquiry learning with junior school
to build on work already undertaken

56. What goals do you have for yourself this year in
terms of Inquiry?
To Make One Work!
Integration
to integrate inquiry across all areas (integrated curriculum)
incorporating into everyday teaching more frequently
Building on
add to variety of strategies
more student directed
encourage independent thinking
adopt a model and work with it
become more familiar with its process
learn a better way to use inquiry learning with junior school
to build on work already undertaken
use different models for the students to record their questioning and learning

57. What goals do you have for yourself this year in
terms of Inquiry?
To Make One Work!
Integration
to integrate inquiry across all areas (integrated curriculum)
incorporating into everyday teaching more frequently
Building on
add to variety of strategies
more student directed
encourage independent thinking
adopt a model and work with it
become more familiar with its process
learn a better way to use inquiry learning with junior school
to build on work already undertaken
use different models for the students to record their questioning and learning
teach children how to ask questions

58. What Professional Development would you like to
undertake to meet these goals?

59. What Professional Development would you like to
undertake to meet these goals?
Observations

60. What Professional Development would you like to
undertake to meet these goals?
Observations
Junior/middle class

61. What Professional Development would you like to
undertake to meet these goals?
Observations
Junior/middle class
Visit schools

62. What Professional Development would you like to
undertake to meet these goals?
Observations
Junior/middle class
Visit schools
Witness Inquiry process being taught in another class to gain a better insight

63. What Professional Development would you like to
undertake to meet these goals?
Observations
Junior/middle class
Visit schools
Witness Inquiry process being taught in another class to gain a better insight

64. What Professional Development would you like to
undertake to meet these goals?
Observations
Junior/middle class
Visit schools
Witness Inquiry process being taught in another class to gain a better insight
Time!

65. What Professional Development would you like to
undertake to meet these goals?
Observations
Junior/middle class
Visit schools
Witness Inquiry process being taught in another class to gain a better insight
Time!

66. What Professional Development would you like to
undertake to meet these goals?
Observations
Junior/middle class
Visit schools
Witness Inquiry process being taught in another class to gain a better insight
Time!
Tools

67. What Professional Development would you like to
undertake to meet these goals?
Observations
Junior/middle class
Visit schools
Witness Inquiry process being taught in another class to gain a better insight
Time!
Tools
Skype

68. What Professional Development would you like to
undertake to meet these goals?
Observations
Junior/middle class
Visit schools
Witness Inquiry process being taught in another class to gain a better insight
Time!
Tools
Skype
ICT PD

69. What Professional Development would you like to
undertake to meet these goals?
Observations
Junior/middle class
Visit schools
Witness Inquiry process being taught in another class to gain a better insight
Time!
Tools
Skype
ICT PD
Practical help with Smart Board

70. What Professional Development would you like to
undertake to meet these goals?
Observations
Junior/middle class
Visit schools
Witness Inquiry process being taught in another class to gain a better insight
Time!
Tools
Skype
ICT PD
Practical help with Smart Board

71. What Professional Development would you like to
undertake to meet these goals?
Observations
Junior/middle class
Visit schools
Witness Inquiry process being taught in another class to gain a better insight
Time!
Tools
Skype
ICT PD
Practical help with Smart Board
Mantar Project

72. What Professional Development would you like to
undertake to meet these goals?
Observations
Junior/middle class
Visit schools
Witness Inquiry process being taught in another class to gain a better insight
Time!
Tools
Skype
ICT PD
Practical help with Smart Board
Mantar Project
Courses/workshops

73. What Professional Development would you like to
undertake to meet these goals?
Observations
Junior/middle class
Visit schools
Witness Inquiry process being taught in another class to gain a better insight
Time!
Tools
Skype
ICT PD
Practical help with Smart Board
Mantar Project
Courses/workshops
Hands on practical workshops

74. What Professional Development would you like to
undertake to meet these goals?
Observations
Junior/middle class
Visit schools
Witness Inquiry process being taught in another class to gain a better insight
Time!
Tools
Skype
ICT PD
Practical help with Smart Board
Mantar Project
Courses/workshops
Hands on practical workshops

75. What Professional Development would you like to
undertake to meet these goals?
Observations
Junior/middle class
Visit schools
Witness Inquiry process being taught in another class to gain a better insight
Time!
Tools
Skype
ICT PD
Practical help with Smart Board
Mantar Project
Courses/workshops
Hands on practical workshops
Reading

76. What Professional Development would you like to
undertake to meet these goals?
Observations
Junior/middle class
Visit schools
Witness Inquiry process being taught in another class to gain a better insight
Time!
Tools
Skype
ICT PD
Practical help with Smart Board
Mantar Project
Courses/workshops
Hands on practical workshops
Reading
I need to do a lot of reading

77. What Professional Development would you like to
undertake to meet these goals?
Observations
Junior/middle class
Visit schools
Witness Inquiry process being taught in another class to gain a better insight
Time!
Tools
Skype
ICT PD
Practical help with Smart Board
Mantar Project
Courses/workshops
Hands on practical workshops
Reading
I need to do a lot of reading
Reading/collegial discussion

78. What Professional Development would you like to
undertake to meet these goals?
Observations
Junior/middle class
Visit schools
Witness Inquiry process being taught in another class to gain a better insight
Time!
Tools
Skype
ICT PD
Practical help with Smart Board
Mantar Project
Courses/workshops
Hands on practical workshops
Reading
I need to do a lot of reading
Reading/collegial discussion

79. What Professional Development would you like to
undertake to meet these goals?
Observations
Junior/middle class
Visit schools
Witness Inquiry process being taught in another class to gain a better insight
Time!
Tools
Skype
ICT PD
Practical help with Smart Board
Mantar Project
Courses/workshops
Hands on practical workshops
Reading
I need to do a lot of reading
Reading/collegial discussion
Facilitator

80. What Professional Development would you like to
undertake to meet these goals?
Observations
Junior/middle class
Visit schools
Witness Inquiry process being taught in another class to gain a better insight
Time!
Tools
Skype
ICT PD
Practical help with Smart Board
Mantar Project
Courses/workshops
Hands on practical workshops
Reading
I need to do a lot of reading
Reading/collegial discussion
Facilitator
Talk to Mary about management of this at this level

81. Inquiry Process Activity

82. Inquiry Process Activity
What about our current inquiry model/
process doesn’t work?

83. Inquiry Process Activity
What about our current inquiry model/
process doesn’t work?
What will we do?

84. Inquiry Process Activity
What about our current inquiry model/
process doesn’t work?
What will we do?
How will be know we’ve achieved this?

85. Information Literacy

86. Information Literacy

87. What do you understand the term ‘Information
Literacy’ to mean?

88. What do you understand the term ‘Information
Literacy’ to mean?
The American Library Association's (ALA) Final Report states, "To be information literate, a person must be able to recognize
when information is needed and have the ability to locate, evaluate, and use effectively the needed information" (1989).

89. What do you understand the term ‘Information
Literacy’ to mean?
The American Library Association's (ALA) Final Report states, "To be information literate, a person must be able to recognize
when information is needed and have the ability to locate, evaluate, and use effectively the needed information" (1989).
Jeremy Shapiro & Shelley Hughes (1996) define information literacy as "... from knowing how to use computers and access
information to critical reflection on the nature of information itself, its technical infrastructure and its social, cultural, and
philosophical context and impact."

90. What do you understand the term ‘Information
Literacy’ to mean?
The American Library Association's (ALA) Final Report states, "To be information literate, a person must be able to recognize
when information is needed and have the ability to locate, evaluate, and use effectively the needed information" (1989).
Jeremy Shapiro & Shelley Hughes (1996) define information literacy as "... from knowing how to use computers and access
information to critical reflection on the nature of information itself, its technical infrastructure and its social, cultural, and
philosophical context and impact."
Of the 34 respondents, the results indicated the following:

91. What do you understand the term ‘Information
Literacy’ to mean?
The American Library Association's (ALA) Final Report states, "To be information literate, a person must be able to recognize
when information is needed and have the ability to locate, evaluate, and use effectively the needed information" (1989).
Jeremy Shapiro & Shelley Hughes (1996) define information literacy as "... from knowing how to use computers and access
information to critical reflection on the nature of information itself, its technical infrastructure and its social, cultural, and
philosophical context and impact."
Of the 34 respondents, the results indicated the following:
3% were unsure

92. What do you understand the term ‘Information
Literacy’ to mean?
The American Library Association's (ALA) Final Report states, "To be information literate, a person must be able to recognize
when information is needed and have the ability to locate, evaluate, and use effectively the needed information" (1989).
Jeremy Shapiro & Shelley Hughes (1996) define information literacy as "... from knowing how to use computers and access
information to critical reflection on the nature of information itself, its technical infrastructure and its social, cultural, and
philosophical context and impact."
Of the 34 respondents, the results indicated the following:
3% were unsure
32% believe that Information Literacy is about ICT - *competence with the tools, blogs, wikis *knowing how to use ICT tools
*being able to find your way around technology* the language and framework that goes with ICT *sending emails and faxes
*keeping up to date with knowledge in the new curriculum connected with ICT

93. What do you understand the term ‘Information
Literacy’ to mean?
The American Library Association's (ALA) Final Report states, "To be information literate, a person must be able to recognize
when information is needed and have the ability to locate, evaluate, and use effectively the needed information" (1989).
Jeremy Shapiro & Shelley Hughes (1996) define information literacy as "... from knowing how to use computers and access
information to critical reflection on the nature of information itself, its technical infrastructure and its social, cultural, and
philosophical context and impact."
Of the 34 respondents, the results indicated the following:
3% were unsure
32% believe that Information Literacy is about ICT - *competence with the tools, blogs, wikis *knowing how to use ICT tools
*being able to find your way around technology* the language and framework that goes with ICT *sending emails and faxes
*keeping up to date with knowledge in the new curriculum connected with ICT
41% believe that Information Literacy is about using and finding information - *be able to use information tools as part of
library skills *using ICT to gain understanding and meaning in literacy *using information you find on the net for reading and
discussing *skimming, scanning, note taking, key words, questioning *information from a literacy source *how to access info
online *using a library as a tool for learning

94. What do you understand the term ‘Information
Literacy’ to mean?
The American Library Association's (ALA) Final Report states, "To be information literate, a person must be able to recognize
when information is needed and have the ability to locate, evaluate, and use effectively the needed information" (1989).
Jeremy Shapiro & Shelley Hughes (1996) define information literacy as "... from knowing how to use computers and access
information to critical reflection on the nature of information itself, its technical infrastructure and its social, cultural, and
philosophical context and impact."
Of the 34 respondents, the results indicated the following:
3% were unsure
32% believe that Information Literacy is about ICT - *competence with the tools, blogs, wikis *knowing how to use ICT tools
*being able to find your way around technology* the language and framework that goes with ICT *sending emails and faxes
*keeping up to date with knowledge in the new curriculum connected with ICT
41% believe that Information Literacy is about using and finding information - *be able to use information tools as part of
library skills *using ICT to gain understanding and meaning in literacy *using information you find on the net for reading and
discussing *skimming, scanning, note taking, key words, questioning *information from a literacy source *how to access info
online *using a library as a tool for learning
21% believe that Information Literacy is about using skills to make sense of information - *effectively present, communicate,
make sense of information *using skills and strategies to use sources to gain and communicate understanding and ideas, sourcing
the information, cross checking and using information to gain new understanding and to inform/communicate with others *to
recognise when information needs to be found and then where to go to find that information *looking at the research and
information gathering side of inquiry and being able to use that information in the right way * the skills needed to find, retrieve,
analyse and use information *the ability to locate, evaluate, manage and use information form a range of sources for problem
solving, decision making and research

95. What do you understand the term ‘Information
Literacy’ to mean?
The American Library Association's (ALA) Final Report states, "To be information literate, a person must be able to recognize
when information is needed and have the ability to locate, evaluate, and use effectively the needed information" (1989).
Jeremy Shapiro & Shelley Hughes (1996) define information literacy as "... from knowing how to use computers and access
information to critical reflection on the nature of information itself, its technical infrastructure and its social, cultural, and
philosophical context and impact."
Of the 34 respondents, the results indicated the following:
3% were unsure
32% believe that Information Literacy is about ICT - *competence with the tools, blogs, wikis *knowing how to use ICT tools
*being able to find your way around technology* the language and framework that goes with ICT *sending emails and faxes
*keeping up to date with knowledge in the new curriculum connected with ICT
41% believe that Information Literacy is about using and finding information - *be able to use information tools as part of
library skills *using ICT to gain understanding and meaning in literacy *using information you find on the net for reading and
discussing *skimming, scanning, note taking, key words, questioning *information from a literacy source *how to access info
online *using a library as a tool for learning
21% believe that Information Literacy is about using skills to make sense of information - *effectively present, communicate,
make sense of information *using skills and strategies to use sources to gain and communicate understanding and ideas, sourcing
the information, cross checking and using information to gain new understanding and to inform/communicate with others *to
recognise when information needs to be found and then where to go to find that information *looking at the research and
information gathering side of inquiry and being able to use that information in the right way * the skills needed to find, retrieve,
analyse and use information *the ability to locate, evaluate, manage and use information form a range of sources for problem
solving, decision making and research
3% believe that Information Literacy is about critical reflection - * filtering information to critically select facts to form your
own opinion or message

96. What do you understand the term ‘Information
Literacy’ to mean?
The American Library Association's (ALA) Final Report states, "To be information literate, a person must be able to recognize
when information is needed and have the ability to locate, evaluate, and use effectively the needed information" (1989).
Jeremy Shapiro & Shelley Hughes (1996) define information literacy as "... from knowing how to use computers and access
information to critical reflection on the nature of information itself, its technical infrastructure and its social, cultural, and
philosophical context and impact."
Of the 34 respondents, the results indicated the following:
3% were unsure
32% believe that Information Literacy is about ICT - *competence with the tools, blogs, wikis *knowing how to use ICT tools
*being able to find your way around technology* the language and framework that goes with ICT *sending emails and faxes
*keeping up to date with knowledge in the new curriculum connected with ICT
41% believe that Information Literacy is about using and finding information - *be able to use information tools as part of
library skills *using ICT to gain understanding and meaning in literacy *using information you find on the net for reading and
discussing *skimming, scanning, note taking, key words, questioning *information from a literacy source *how to access info
online *using a library as a tool for learning
21% believe that Information Literacy is about using skills to make sense of information - *effectively present, communicate,
make sense of information *using skills and strategies to use sources to gain and communicate understanding and ideas, sourcing
the information, cross checking and using information to gain new understanding and to inform/communicate with others *to
recognise when information needs to be found and then where to go to find that information *looking at the research and
information gathering side of inquiry and being able to use that information in the right way * the skills needed to find, retrieve,
analyse and use information *the ability to locate, evaluate, manage and use information form a range of sources for problem
solving, decision making and research
3% believe that Information Literacy is about critical reflection - * filtering information to critically select facts to form your
own opinion or message

97. Information Literacy Focus

98. Information Literacy Focus
How are we going to ensure our staff
understand information literacy and
integrate it effectively into their
programmes?

99. Information Literacy Focus
How are we going to ensure our staff
understand information literacy and
integrate it effectively into their
programmes?
What are our goals?

100. Information Literacy Focus
How are we going to ensure our staff
understand information literacy and
integrate it effectively into their
programmes?
What are our goals?
What will we do?

101. Information Literacy Focus
How are we going to ensure our staff
understand information literacy and
integrate it effectively into their
programmes?
What are our goals?
What will we do?
How will we know we’ve achieved this?

102. Students sharing with the community

103. Students sharing with the community
Blogs and wikis were the most popular
tool for delivery of learning by ICT

104. Students sharing with the community
Blogs and wikis were the most popular
tool for delivery of learning by ICT
Over 85% were still consistently using
traditional forms of reporting

105. Why Blogs?

106. Why Blogs?
Blogs and wikis were the most popular
tool for sharing learning through ICT.
How would we know that our teachers
are secure in the pedagogy behind their
use?

107. Why Blogs?
Blogs and wikis were the most popular
tool for sharing learning through ICT.
How would we know that our teachers
are secure in the pedagogy behind their
use?
What are our goals?

108. Why Blogs?
Blogs and wikis were the most popular
tool for sharing learning through ICT.
How would we know that our teachers
are secure in the pedagogy behind their
use?
What are our goals?
What will we do?

109. Why Blogs?
Blogs and wikis were the most popular
tool for sharing learning through ICT.
How would we know that our teachers
are secure in the pedagogy behind their
use?
What are our goals?
What will we do?
How will we know we’ve achieved this?

110. Lead Teachers Responses

111. Lead Teachers Responses

112. What do you see your roles and responsibilities to be
as a Lead Teacher?

113. What do you see your roles and responsibilities to be
as a Lead Teacher?

114. What do you understand Strategic Planning to be in
terms of this project and your school?

115. What do you understand Strategic Planning to be in
terms of this project and your school?

116. What do you see your schools greatest goals in ICT
and Inquiry to be?

117. What do you see your schools greatest goals in ICT
and Inquiry to be?
ICT

118. What do you see your schools greatest goals in ICT
and Inquiry to be?
ICT
Reliable network and wireless

119. What do you see your schools greatest goals in ICT
and Inquiry to be?
ICT
Reliable network and wireless
Across the school implementation

120. What do you see your schools greatest goals in ICT
and Inquiry to be?
ICT
Reliable network and wireless
Across the school implementation
Embracing all things digital

121. What do you see your schools greatest goals in ICT
and Inquiry to be?
ICT
Reliable network and wireless
Across the school implementation
Embracing all things digital
Effective integration into classroom programmes

122. What do you see your schools greatest goals in ICT
and Inquiry to be?
ICT
Reliable network and wireless
Across the school implementation
Embracing all things digital
Effective integration into classroom programmes
Plan for it - share tools and programmes that work well

123. What do you see your schools greatest goals in ICT
and Inquiry to be?
ICT
Reliable network and wireless
Across the school implementation
Embracing all things digital
Effective integration into classroom programmes
Plan for it - share tools and programmes that work well
Getting all on board

124. What do you see your schools greatest goals in ICT
and Inquiry to be?
ICT
Reliable network and wireless
Across the school implementation
Embracing all things digital
Effective integration into classroom programmes
Plan for it - share tools and programmes that work well
Getting all on board

125. What do you see your schools greatest goals in ICT
and Inquiry to be?
ICT
Reliable network and wireless
Across the school implementation
Embracing all things digital
Effective integration into classroom programmes
Plan for it - share tools and programmes that work well
Getting all on board
Inquiry

126. What do you see your schools greatest goals in ICT
and Inquiry to be?
ICT
Reliable network and wireless
Across the school implementation
Embracing all things digital
Effective integration into classroom programmes
Plan for it - share tools and programmes that work well
Getting all on board
Inquiry
Developing school wide model

127. What do you see your schools greatest goals in ICT
and Inquiry to be?
ICT
Reliable network and wireless
Across the school implementation
Embracing all things digital
Effective integration into classroom programmes
Plan for it - share tools and programmes that work well
Getting all on board
Inquiry
Developing school wide model
Across the school implementation

128. What do you see your schools greatest goals in ICT
and Inquiry to be?
ICT
Reliable network and wireless
Across the school implementation
Embracing all things digital
Effective integration into classroom programmes
Plan for it - share tools and programmes that work well
Getting all on board
Inquiry
Developing school wide model
Across the school implementation
Continuing on our journey so that it encompasses digital
learning

129. What do you see your schools greatest goals in ICT
and Inquiry to be?
ICT
Reliable network and wireless
Across the school implementation
Embracing all things digital
Effective integration into classroom programmes
Plan for it - share tools and programmes that work well
Getting all on board
Inquiry
Developing school wide model
Across the school implementation
Continuing on our journey so that it encompasses digital
learning
Further develop current model and extend child input

130. What do you see your schools greatest goals in ICT
and Inquiry to be?
ICT
Reliable network and wireless
Across the school implementation
Embracing all things digital
Effective integration into classroom programmes
Plan for it - share tools and programmes that work well
Getting all on board
Inquiry
Developing school wide model
Across the school implementation
Continuing on our journey so that it encompasses digital
learning
Further develop current model and extend child input
Establish a working model and talk the same talk

131. What do you see your schools greatest goals in ICT
and Inquiry to be?
ICT
Reliable network and wireless
Across the school implementation
Embracing all things digital
Effective integration into classroom programmes
Plan for it - share tools and programmes that work well
Getting all on board
Inquiry
Developing school wide model
Across the school implementation
Continuing on our journey so that it encompasses digital
learning
Further develop current model and extend child input
Establish a working model and talk the same talk
To happen on a regular basis

132. How will you engage your school community in this
project?

133. How will you engage your school community in this
project?

134. How do you see the ICT PD Cluster helping your
school to achieve it's own school wide goals?

135. How do you see the ICT PD Cluster helping your
school to achieve it's own school wide goals?

136. Great Ideas...

137. Great Ideas...